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HERRING REVISION 

OF THE 

BINET-SIMON 

TESTS 

EXAMINATION MANUAL: FORM A 



By JOHN P. HERRING 

Director Bureau of Educational Research 

Bloomsburg State Normal School 

Bloomsburg, Pennsylvania 




WORLD BOOK COMPANY 

Yonkers-on-Hudson, New York 

1922 



CONTENTS 



e\\ 



^\ 



l''^A^°y 



Introductory 

Nature of the Examination. . . 
Directions for Administering. 

Directions for Scoring 

Directions for Recording 

Tests ^ 



PAGE 

3 
3 
4 
5 
6 
.7-51 



1. Interpretation of Pictures. 7 

2. Number Series Completion 16 

3. Reproduction of Thought . 17 

4. Digits Backward 18 

5. Parts of Body 20 

6. Repetition of Syllables ... 20 

7. Size Comparisons 21 

8. iEsthetic Discrimination . . 22 

9. Naming Colors 24 

10. Problematic Situations. ... 24 

11. Reproduction of Thought. 25 

12. Definition ofAbstract Words 25 

13. Reproduction of Thought . 26 

14. Problematic Situations ... 28 

15. Absurdities 29 

16. Sentence Building. ........ 30 

17. Rhymes 30 

18. Similarities 31 

19. Proverbs 31 



20. Reproduction of Thought. 32 

21. Mixed Sentences 33 

22. Problem Reading 34 

23. Repetition of Syllables. . . 36 

24. Following Directions 36 

25. Following Directions 38 

26. Similarities 39 

27. Generalization 40 

28. Comprehension 41 

29. Sentence Completion 42 

30. Problem Reading 43 

31. Naming Objects 45 

32. Form Comparison 47 

33. Commissions 48 

34. News Route 48 

35. Digits Forward 49 

36. Repetition of Syllables ... 49 

37. Roast 50 

38. Code 51 



Standardized Answers '. . 53-56 

1 These test titles do not indicate at all what psychological functions are tested; indeed, 
many of them are definitely misleading in this particular. They have been selected as a 
convenient means of designating the different tests. Their significance, in the mind of the 
examiner, should be confined to this function. 



hrbst:em:a-1 
Copyright, 1922, by World Book Company. Copyright in Great Britain. All rights reserved 

PRINTED IN U. S. A. 



JUN 16 1922 

^C1A678171 



EXAMINATION MANUAL : FORM A 



INTRODUCTORY 



Measurement of the results of teaching is a widespread practice, 
but this measurement by itself is insufficient, because, while it tells 
how well a child is doing in arithmetic, reading, and other school 
subjects, it does not tell how well he can do. We need to know both 
things. Educational examinations tell us how much a child has 
accomplished; intelligence examinations tell us how much a child 
can accomplish. The difference between the two is the child's un- 
used margin of ability. It is not difficult to measure this margin of 
unused ability, but it can no more be measured without an intelli- 
gence examination, than it can without educational examinations. 
Hence the importance of obtaining both measures. 

It would be shameful to allow another generation of children to 
pass through school unmeasured; with so many children and so 
few psychologists, teachers will have to accomplish this measure- 
ment. Public school teachers are as able to use individual examina- 
tions like the Herring-Binet, as they are to teach reading, and, if we 
consider merely the process of obtaining mental ages, certainly more 
so. See Terman, Intelligence of School Children, Chapter XIII, 
"Practical Suggestions for the Use of Mental Tests." 



nature of the examination 

The Herring Revision of the Binet-Simon Tests is an individual 
examination for the purpose of measuring mental ability. The 
questions are asked and, for the most part, answered orally. The 
examination contains many tests similar to those in the Binet-Simon 
Tests, such as repeating digits, detecting similarities, interpreting 
pictures, etc. The final score in the examination is expressed, as is 
that of the Binet-Simon Tests, as a mental age. The mental age 
by the Herring Revision of the Binet-Simon Tests has the same 
meaning and significance as the mental age by the Stanford Revision 
of the Binet-Simon Tests. 

The examination consists of thirty-eight tests. Each test con- 
sists of a short series of elements. A score in the examination as 
a whole is the sum of the scores obtained for the separate tests. 



IPageS] 



Provision is made also for obtaining the mental age by the use 
of fewer than the thirty-eight tests which constitute the complete 
examination. Thus, a mental age may be obtained by administering: 

Tests 1 to 4, called Group A, 
Tests 1 to 13, called Group B, 
Tests 1 to 22, called Group C, 
Tests 1 to 31, called Group D, or 
Tests 1 to 38, called Group E. 

A table is given showing the mental age equivalents of each total 
score. 

DIRECTIONS FOR ADMINISTERING 

It is indispensable to know and to master painstakingly and in 
detail the defined procedure, and to allow oneself no exceptions. 
For examiners who cannot trust their verbal memories, it is better 
to become very familiar with the words and then to read them to 
each subject. 

Before beginning to use the examination, read it over with close 
attention; administer it to some friend; or better, to some child 
whose mental age is already known; then study further the detail 
of the procedure, instructions, and scoring; then administer the 
examination to another examinee; study the details again and re- 
peat. Follow instructions exactly and do nothing not required. 
Never vary the wording. If a child does not understand, do not 
simplify or explain except as specified in the instructions. Every- 
thing that is said to the child is printed in black-face type. Although 
the words should be spoken by the examiner verbatim, they should 
not be read in an unnatural manner. The rate should be not 
far from three words per second. 

Give no help to children during, before, or after an examination. 
Never allow children to become familiar with the tests except so 
far as this cannot be avoided in their use. Give the examination as 
if it were nothing unusual. Do not make any child feel that pro- 
motion or demotion may result. Win the confidence of each child. 
If the examination cannot be given under circumstances in which 
the child responds without restraint or embarrassment, postpone it. 
A knowledge of other general rules for using individual intelligence 
examinations may be readily acquired from Terman's Measurement 
of Intelligence. 



I Page 42 



Always begin with Test 1, follow at once with Tests 2, 3, and 4 
in order, and then find the total score for these four (Group A). 
At the end of each group of tests are directions for the omis- 
sion of certain tests in the additional material for the next group. 
These omissions are always governed by the score in Group A 
and include those tests in which the examinee is certain to make 
either a perfect score or a zero score. Full credit is given for the 
former and none for the latter. If a test which should be omit- 
ted is given, disregard the score and credit as if the directions 
had been followed. If a test which should have been given is 
omitted, go back and give it. If this is impossible, one re- 
course is to employ the estimate of mental age obtained from the 
longest completely given group. Each group includes all preceding 
groups. 

Opposite the total score in the table of Mental Age Equivalents 
for Group A is found an estimate of mental age in months. This 
may be divided by the chronological age in months to find the 
Intelligence Quotient (IQ). For a chronological age above 16 
years (192 months) divide the mental age in months by 192. For 
careful determination of a mental age the examiner will not stop 
with Group A but will administer Group B or C. Mental ages, 
which may be estimated on the basis of any group, have the same 
meaning as the Stanford-Binet Mental Ages, with which in the case 
of Groups C, D, and E they correlate 99 per cent in unselected age 
groups. 

Such words as: "Explain, I don't understand," may be used to 
clarify ambiguous responses (but not to elicit a better response 
after a wrongone has been given), in tests such as 10, 12, 14, 15, 18, 
19, 26, 27, 29. Directions may be repeated except in Tests 4, 6, 23, 33, 
35, 36, 38. Time limits are imposed in 21, 29, 30, and 38. Observe 
these strictly. 

One may be said to have learned to administer the Herring 
Revision when he can maintain a correlation of 0.97 with the 
Stanford Revision of the Binet-Simon Tests in unselected age 
groups (the Stanford should be given first, and the Herring not 
on the same day), or when he can obtain an average difference of 
about 4 points in IQ or less between the IQ's of the Stanford and 
of the Herring (or of two Herring-Binet examinations of the same 
children by two different examiners on dijfferent days). 



[Paged-] 



DIRECTIONS FOR SCORING 

In most of the tests the several elements are numbered. The 
score in a test is usually the number of elements correct. In Tests 
11, 13, 20, 32, and 38 the score is one-half the number of elements 
correct. In Test 22 the score is twice the number of elements cor- 
rect. The methods of scoring are exceptional in Tests 1, 27, 28, 29, 
and 30. The manner of scoring each test is indicated in the direc- 
tions for that test. Samples of satisfactory and unsatisfactory 
answers are found in the Standardized Answers on pages 53 to 56. 



DIRECTIONS FOR RECORDING 

Before administering each examination, enter on an Individual 
Record Card the name of the examinee, grade, sex, and such other 
data as are called for. Enter the time of beginning and ending the 
examination in the spaces provided in the lower right-hand corner 
of the card. Indicate successes and failures in the parentheses by 
means of plus and minus signs; in Test 1 and similar tests, where 
more than one point may be given for a single response, record 
the number of points earned in each case. Enter the score for each 
test in the column headed "Score." 

The examiiler should, especially at first, record verbatim the 
answers to such tests as 1, 10, 14, 15, 18, and 26 in the spaces pro- 
vided on the back of the card. These responses may be compared 
later with those in the Standardized Answers. Call a response 
right or wrong according as it more closely approximates in value a 
response there listed as right or one listed as wrong. 

To find the total score in any group, add the scores of the tests 
constituting that group, by columns, and add the columns. Record 
the total score in the space provided. 

The mental age equivalent may then be found in the appropriate 
table of mental age equivalents. Enter the mental age and 
chronological age in months in the parentheses below the name. 
Divide the MA by the CA (never using over 192 months as CA) 
and record the IQ. 



[Page 6 '\ 



Test 1. Interpretation of Pictures 

"What is this picture about?" 

Repeat the question each time if necessary. If there is no 
response, or if the response is unsatisfactory, say, "Tell me 
what you see in this picture." 

Score: Credit for each picture 1, 2, or 3 points according to the 
nature of the response, as follows. Credit 

1 point if examinee enumerates merely, 

2 points if any part of the response is clearly on the descriptive 
level, 

3 points if any part of the response is clearly on the level of 
interpretation. {See Standardized Answers.) 

Score: Sum of points credited in four pictures. 
Maximum score: 12. 



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Test 2. Number Series Completion 

"In the first row of ntimbers tell me what two numbers should 
come next, — here and here. Go ahead." 

"The next row." Etc. 

See Key, 'page 19. 

Score: Number of rows correctly completed. 

Maximum score: 8. 



[Page 161 



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Test 3. Reproduction of Thought 

1. Last winter 7. Fourteen persons 

2. a large river 8. were drowned. 

3. overflowed its banks Q^ At least 

4. near a small town. 10. fifty persons 

5. The water covered the 11. caught colds 

-Streets 12. because of the damp- 

6. and entered many of ness 

the houses. 13. and the cold weather. 

"Read this to yourself. Then begin at the beginning and tell me 
everything you have read." • 

If necessary, say, after the examinee has read the selection, 
"Tell me everything you have read." In all tests entitled 
"Reproduction of Thought," if the important idea of a num- 
bered passage is reproduced, credit that passage even though 
the language is changed. In elements 7 and 10, the numbers 
fourteen and fifty must be exactly reproduced. 

Score: Number of elements credited. 
Maximum score: 13. 



[Page 17] 



Test 4. Digits Backward 

"I am going to read some mmibers. When I am throxigh say thfc 
numbers backward. If I say 9, 2, you say 2, 9. Do you understand?" 

Read the digits at the rate of one digit per second. Repeat 
no series. 

(2) 2,8 6,9 4,3 

(3) I, 9, 4 3, I, 8 6, 8, 5 

(4) 5, 4, I, 7 4, 8, 2, 7 2, 5, 3, 8 

(5) 4, 5, 8, 3, 6 3, 7, 2, 9, 4 3, 6, 2, 9, 7 

(6) 3, 6, 9, 8, 4, I 4, 7, 2, I, 8, 3 6, 4, I, 5, 2, 7 

C^) 5, 3, 9, 6, 2, 8, 4 3, 6, I, 4, 7, 2, 5 
5,3,9,4, 1,8,6 

(8) 6, I, 4, 2, 3, 7, 8, 5 3, 8, 7, 4, 2, 6, 5, I 

7, 2, 6, 8, 4, 3, 7, I 

(9) 7, 2, 5, 3, 4, 8, 9, 6, 8 4, 9, 8, 5, 3, 7, 6, 2, 5 

6, 1,5,7,4,2,8,3,9 

On each level there are three series of digits. Give only as 
many series on each level as are necessary to get one correct 
repetition. Stop with the first level on which no series is 
correctly repeated. 

Score: Number of digits in longest successful series. 
Maximum score: 9. 



[Page 181 







M 


ENTAL Age Equivalents for Group A 






POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


5 


74 


12 


87 


19 


Ill 


26 


149 


33 


192 


6 


75 


13 


90 


20 


115 


27 


155 


34 


198 


7 


77 


14 


93 


21 


120 


28 


160 


35 


204 


8 


78 


15 


96 


22 


125 


29 


166 


36 


210 


9 


80 


16 


100 


23 


131 


30 


172 


37 


216 


10 


82 


17 


103 


24 


137 


31 


179 


38 


22-2 


11 


84 


18 


106 


25 


143 


32 


185 


39 


228 



PROCEDURE FOR GROUP B 

Group B consists of Group A and nine additional tests. It has a 
higher correlation with intelligence than Group A, and^ requires 
but httle more time. The examinee's score in Group A is a very 
reliable index of his performance in some of the tests of Group B. 
The following table tells what tests of Group B are to be credited 
but not given: 



Score in 
Group A 

10 to 15 
16 to 19 
20 to 25 
26 to 41 

42 



Credit in full but Total credit for 
do not give Tests: these tests 



5, 6 
5, 6, 7 
5, 6, 7, 8 
5, 6, 7, 8, 9 
5, 6, 7, 8, 9, 10 



7 
10 
14 
17 



If the examinee scores 5 points or less in Group A, omit and 
do not credit Tests 12 and 13. 

If the examinee scores 22 points or less in Group A, omit and 
do not credit Test 13. 

Key for Test 2 

a. 5, 4 e. 5, 3 

h. 10, /. 7, 6 or 4, 9 

c. 64, 128 g. 31, 63 

d. 0,1 h. 80,242 



[Page 1 9'] 



Test 5. Parts of Body 

1. **Show me your knee. Put your hand on your knee." 

2. "Show me your fingers. Put one of your fingers here." 

3. "Show me your ear. Put your hand on your ear." 

4. "Show me your foot. Put your hand on your foot." 

If two or three repetitions of the instructions do not bring 
a response, point to the child's shoulder and say, "Is this 
your knee?" If no response is made, the score for this 
element is zero. If a negative response is made, say, "Show 
me your knee." 

Score: Number of correcf responses. 
Maximum score: I^. 



Test 6. Repetition of Syllables 
"Can you say 'Mother' ?" 
"Now say 'Nice kitty.' " 

1. "Now say 'I want some bread and butter.* " 

2. "Now say 'In winter it is cold.' " 

3. "Now say 'We go to bed at night.' " 

These sentences should be read by the examiner at the rate 
of 3 words per second. (This same rate is used in similar 
tests which follow.) Items "Mother" and "Nice kitty" are 
for practice only. Score only the three numbered sentences. 
Each sentence must be repeated verbatim to receive credit. 

Score: Number of sentences repeated without alteration of 

wording. 

Maximum score: 3. 



[ Page 20 ] 



A 




Test 7. Size Comparisons 

"See these squares? Which one is bigger?" Or, "Put your finger 
on the biggest one." Or, "Show me the big one." 

If the child does not respond, say, "Show me which square 
is the biggest." Similarly with triangles and circles. Always 
cover the figures not yet shown with a sheet of opaque paper. 
A sheet of celluloid placed over the page will protect the 
figures from finger marks. Such a sheet should be used from 
the first, since a slight smudge or wear from erasing may 
suggest either a correct or an incorrect response. 

Score: Number of comparisons correctly made. 
Maximum score: 3. 



[Page 21 1 



Test 8. ^Esthetic Discrimination 

"Which is prettier?" 

Lay a sheet of celluloid over the page, begin with the pair 
at the top of the page, nearest the examinee, and hold a 
sheet of opaque paper over those pairs not yet shown, and 
if necessary over all but the one pair in use. 

Score: Number of comparisons correctly made. 
Maximum score: If-. 



[ Page 22 ] 




I Page 231 






Test 9. Naming Colors 
"What is the name of this color?" 

Point to the colors in the order as above, beginning with 

black. 

Score: Number of correct responses. 

Maximum score: 3. 



Test 10. Problematic Situations 
"What's the thing for you to do: 

"When you are lost and cannot find the way home?" 

"If your lessons at school are too hard for you?" 

"If the storekeeper does not have the things your mother sent 

you to buy?" 
"If you have nothing to eat and nobody will give you food or 

money?" 
"When you have failed in something you would like to do?" 
"Why can you not tell how good a man is by looking at his 
clothes?" 
If necessary, say, "Explain, I don't quite imderstand." 
Score: Number of elements credited. 
Maximum score: 6. 



[PageMl 



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Test 11. Reproduction of Thought 

1. In a little cottage 9. in front 

2. on the banks of a river 10. was a huge beechnut tree. 

3. in France 11. Under its branches 

4. there lived a poor farmer 12. there sat their daughter, 

5. and his wife. 13. a good and gentle girl, 

6. Their home was in a pleas- 14. whose work it was 

ant spot; 15. to look after the sheep 

7. behind it 16. of her father's flock. 

8. was a forest; 17. Her name was Alice. 

"Read this to yourself. Then begin at the beginning and tell me 
everjrthing you have read." 

Credit each numbered passage of which the important 
thought is reproduced. 

Score: Number of elements credited, divided by 2. If this is 
a mixed number, give the next higher whole number. 
Maximum score: 9. 

Test 12. Definition of Abstract Words 

"What does mean? What is ?" 

1. obedience 2. hope 3. pride 4. culture 5. hostility 6. severity 
7. prejudice 

If the reply is ambiguous, say, "I don't tmderstand. Please 
explain what you mean." 

Score: Number of elements credited. o 
Maximum score: 7. 



[ Page 25 ] 



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Test 13. Reproduction of Thought 

"Read this to yourself. Then begin at the beginning and tell me 
everything you have read." 

1. We may recapitulate 8. General appeals to a child 

2. by saying that the origin of 9. (or to a grown-up) 
^ thinking 10. to think 

3. IS some perplexity, contusion, ^ ^ . . • » i 

or doubt 11. irrespective ot the existence in 

4. Thinking is not a case of spon- ^^^ ^^^ experience of some 

taneous combustion; difficulty that troubles him 

5. it does not occur just on "gen- ^^d disturbs his equilib- 

eral principles." rium, 

6. There is something specific 12. are as futile as advice to lift 

7. which occasions and evokes it. himself by his bootstraps. 

If the examiner feels that the examinee can still reproduce 
more, he may say, "And what else?" Mere verbal repetition 
which is evidently unaccompanied by understanding is not 
to be credited. This may be tested by saying, "I do not 
understand what you mean. Explain what you mean." 
Credit irrespective of order. 

Score: Number of elements credited, divided by 2. 
Maximum score: 6. 



[ Page 26 ] 



The examinee's score in Group B is the sum of his scores in Tests 
1 to 13, and hence includes those of Group A. 







Mental Age Equivalents for Gkoup B 






POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


10 


67 


25 


77 


40 


98 


55 


130 


70 


173 


11 


67 


26 


78 


41 


100 


56 


133 


71 


176 


12 


68 


. 27 


79 


42 


102 


57 


135 


72 


179 


13 


68 


28 


80 


43 


103 


58 


138 


73 


182 


14 


69 


29 


81 


44 


105 


59 


140 


74 


185 


15 


69 


30 


82 


45 


107 


60 


143 


75 


188 


16 


70 


31 


84 


46 


109 


61 


146 


76 


191 


17 


70 


32 


85 


47 


111 


62 


149 


77 


194 


18 


71 


33 


87 


48 


113 


63 


152 


78 


197 


19 


72 


34 


88 


49 


115 


64 


155 


79 


200 


20 


73 


35 


90 


50 


118 


65 


158 


80 


203 


21 


74 


36 


91 


51 


120 


66 


161 


81 


206 


22 


74 


37 


93 


52 


123 


67 


164 


82 


207 


23 


75 


38 


95 


53 


125 


68 


167 


83 


212 


24 


76 


39 


96 


54 


128 


69 


170 


84 


215 



PROCEDURE FOR GROUP C 



Score in Credit in full but 

Group A do not give Tests: 

30 to 31 14 

32 to 37 14, 15, 16 

38 to 42 14, 15, 16, 17, 18 



Total credit for 
these tests 

5 
17 

27 



Score in 
Group A 

to 5 
6 to 9 
10 to 21 



Do not give or 
credit Tests: 

19, 20, 21, 22 

20, 21, 22 

22 



lPage27'\ 



Test 14. Problematic Situations 

1. "A little boy is coming into his home crying, and holding an 

empty paper bag with a hole in it. What has happened?" 

2. "A man is holding to a big piece of wood in the ocean, many 

miles from land. What has happened?" 

3. "A Httle boy is going home. The sun is shining and water is 

dripping from his cap, hair, and clothes. What has happened?" 

4. "A little girl is crying. Her hands are muddy and have long, 

fresh scratches. Her nose, mouth, and chin are muddy, too. 
What has happened?" 

5. "A big crowd has gathered around two automobiles on a busy 

street. The drivers are talking together and writing something. 
What has happened?" 

•No introductory statement is needed. Repeat if necessary. 

Score: Number of elements credited. 
Maximum score: 5. 



[Page 28 '\ 



Test 15. Absurdities 
"Tell me what is foolish about this" : 

1. "A man said : 'All the money I have is five dollars. I am going to 

buy a house for my family and pay for it at once.' What is 
foolish about that?" 

2. "A woman said: 'I shall have five friends at the dinner table 

tonight.' So she prepared the dinner table with four plates 
and four chairs. What is foolish about that?" 

3. "A man said: 'I am going to ride in the street car. I must take 

one hundred dollars to pay the car fare.' What is foolish about 
that?" 

4. "A man said: *A thief is coming tonight to steal my money from 

my strongbox, so I will stay all night in my neighbor's house.* 
What is fooUsh about that?" 

5. "A ct)mmander of a thousand men said: 'I am expecting one 

man, named Smith, to attack my camp tomorrow at noon. I 
must bring another thousand men to my camp to defend it.' 
What is foolish about that?" 

6. "A man had only twenty-five cents. He spent fifty cents for 

dinner, five dollars for a new hat, and had one dollar left. 
What is foolish about that?" 

7. "One man and two men are ten men. What is foolish about 

that?" 

8. "A man was working by the light of ten strong electric lights. 

He said : 'I cannot see well enough. There is not enough Hght. 
I must take away these ten electric lights and bring in my 
candle.' What is foolish about that?" 

Score: Number of elements credited. 
Maximum score: 8. 



[Page 29^ 



Test 16. Sentence Building 
"Make a sentence using the three words, , , and ." 

1. hen egg day 

2. play boys fun 

3. money doll children 

4. ball happy play 

If a child asks, say, "You may use other words, too." 

Give credit only if there are no more than two independent 
clauses. 

Score: Number of responses credited. 
Maximum score: 4- 



Test 17. Rhymes 
"Tell me a word that rhymes with ." 

1. ball 

2. map 

3. bad 

4. rim 

If needed add, "A rhyme is a word that ends with the same 
sound as another word. Cat, rat, bat, rhyme together." 

Score: Number of words for which a rhyme is given. 
Maximum score: ^. 



[ Page 30 ] 



Test 18. Similarities 

"In what way are alike?" 

1. "a wheel, a penny, and the 4. "a star, the sun, and the 

moon." moon." 

2. "a sling, a gun, and a pistol." 5. "a cloud, steam, and ice." 

3. "ink, a pencil, and a pen." 6. "a stone, a nail, and a cannon." 

Explain the meaning of any words about which the exam- 
inee inquires upon his own initiative, and of no others. 
To "They are not alike," say, *'Yes, they are alike m some 
way. Tell me how they are alike." 

Score: Number of elements credited. 
Maximum score: 6. 

Test 19. Proverbs 

"A proverb tells some well-known truth. Here is a proverb: 
'Every path has its puddle.' What does that mean?" 

If the child fails, explain: "That means that no matter 
what we try to do, we are apt to find something hard or 
impleasant in it." 

''Here is another proverb": Read the proverb. "What does that 
mean?" 

1. "Paddle your own canoe." 

2. "The burnt child dreads the fire." 

3. "Do not cry over spilt milk." 

4. "Rome was not built in a day." 

5. "Don't shout until you are out of the woods." 

(Pronounce "burnt," "spilt," "paddle," and "puddle" dis- 
tinctly.) If instead of an abstract reply another vahd con- 
crete illustration is given, credit. Literal interpretations 
are not accepted. If the examinee asks for the meaning of 
a word, give it. 

Score: Number of elements credited. 
Maximum score: 5. 



[ Page 31 ] 



•p[Oi[9q o; 

9jaq:^ SI qsnq aq:^ ^R ^^ ^^ P^^ '^^^ ^^*^9 ^H^ -^^J 
§im:^ jagj^t E *pa9S aq:^ joj pa:^n:^i:^sqns si oSu^in 
aq:^ jo Biax^ y •uoT:^n:tT:isqns pu^q-jo-:tq§ia[s 
JO aoaid 'b iC^ajain si c^j -sc^unoa :^^qq. oqM :|nq 
:jEqAi :^ou si :^t aiS^ra ui *jaqraaraaj 'jo^ -iCiapnja 
saraic^amos pu^ XyjaAap saniTqaiuos — aajq^ oSu^ra 
aq:^ jo 5[aij:i. aqq. suijojjad ^ipuj ui ji:^t?j ^laAg; 



Test 20. Reproduction of Thought 

1. Every fakir 8. It is merely a piece of 

2. in India sleight-of-hand substi- 

3. performs the trick tution. 

4. of the mango tree — 9. A twig of the mango 

5. sometimes cleverly 10. is substituted 

6. and sometimes crudely. 11. for the seed, 

7. For, remember, in magic 12. a larger twig for the 

it is not what but who first one, 

that counts. 13. and so on till the bush is 

there to behold. 

"Read this to yourself. Then begin at the beginning and tell me 
everything you have read." 

Say, if necessary, "And what else?" No credit for mere 
verbal repetition where content is not evidently understood. 

Score: Number of elements credited divided by 2. 

Maximum score: 7. 



[ Page 32 ] 



japun Suo^ spui5[ :^s^j 9raos jo b arai:^ pooM ja^^Ai -g 
SuoT sjnoq Suiddoc^s ua:^ ^[jom oo:^ :jnoq:^TAi o:^ si 'x 



Test 21. Mixed Sentences 

"This sentence (pointing) has the words all mixed up so that they 
do not make any sense. How should the sentence read?" 

If examinee does not respond in one minute, point to next 
sentence and repeat, "This sentence," etc. 

Score: Number of elements credited. 
Maximum score: 3. 



I Page 331 



•UMop :^q§rej:^s s9|Tin g U9i{| 

*:js9Mq:^jou S9|iin g U9i[:^ 

*4S^9q:^nos S9|iin g U9q:|. 

':js^9i[:^jou S9|ini g U9t[:^ 

'9UB[djre 

TTB ui dn :^qgi«j:^s S9[iin g :^U9Ai j ^sjij^ 



^p^^lTS^S J 9J9i:[Ai niOJJ J ST8AS. JBJ AiOJJ 

•q:^nos s9[iTn |^ U9q:^ pu^ 
':^s^9 S9[iin II U9q4 

*:jS9Ai S9|lin 01 ll^^} 

*q:^nos S9|ira oi p95[pAi j :^sji^ 



^•p9q^.re:^s J 9J9qM inojj j s^m jbj mojj 

•;s^9 5[DO[q X ii9q:^ puB 

'i[:^nos 5[DO|q x ugq:^ 

':^s^9 S5[DO[q f U9qx 

*q:^nos s:^oo|q g U9q^ 



Test 22. Problem Reading 

"Read this problem to yourself and then tell me the answer." 

Score: Two points for each correct response. 
Maximum score: 6. 



[ Page Sit ] 



The examinee's score in Group C is the sum of his scores in Tests 
1 to 22, inclusive, and hence includes those of Group B. 







Mental Age Equivalents for Group C 






POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


8 


65 


33 


79 


58 


99 


83 


132 


108 


170 


9 


66 


34 


80 


59 


100 


84 


133 


109 


172 


10 


66 


35 


81 


60 


101 


85 


135 


110 


173 


11 


67 


36 


82 


61 


102 


86 


136 


111 


175 


12 


67 


37 


83 


62 


103 


87 


138 


112 


176 


13 


68 


38 


83 


63 


104 


88 


140 


113 


178 


14 


68 


39 


84 


64 


105 


89 


141 


114 


180 


15 


69 


40 


85 


65 


106 


90 


143 


115 


181 


16 


69 


41 


86 


66 


107 


91 


144 


116 


183 


17 


70 


42 


86 


67 


108 


92 


146 


.117 


184 


18 


70 


43 


87 


68 


109 


93 


147 


118 


186 


19 


71 


44 


88 


69 


111 


94 


149 


119 


187 


20 


71 


45 


89 


70 


112 


95 


150 


120 


189 


21 


72 


46 


89 


71 


113 


96 


152 


121 


190 


22 


72 


47 


90 


72 


115 


97 


153 


122 


192 


' 23 


73 


48 


91 


73 


116 


98 


155 


123 


193 


24 


74 


49 


92 


74 


118 


99 


157 


124 


195 


25 


74 


50 


93 


75 


119 


100 


158 


125 


197 


26 


75 


51 


94 


76 


121 


101 


160 


126 


198 


27 


75 


52 


94 


77 


122 


102 


161 


127 


200 


28 


76 


53 


95 


78 


124 


103 


163 


128 


201 


29 


77 


54 


96 


79 


125 


104 


164 


129 


203 


30 


77 


55 


97 


80 


127 


105 


166 


130 


204 


31 


78 


56 


97 


81 


129 


106 


167 


131 


206 


32 


79 


57 


98 


82 


130 


107 


169 


132 


207 



PROCEDURE FOR GROUP D 

Score in Credit in full but Total credit 

Group A do not give Tests : for these tests 

26 to 31 23 4 

32 to 42 23, 24, 25, 26 15 



Score in 
Group A 

Oto 9 
10 to 18 



Do not give or 
credit Tests : 

28, 29, 30 
29,30 



[Page 35] 



Test 23. Repetition of Syllables 

"Listen carefully and say after me just the same words that I say. 
Ready." 

1. "We do not go to school every month of the year." 

2. "In winter, boys and girls like to make snowballs." 

3. "It takes a very long time to learn to add numbers." 

4. "Water freezes in winter, and ice melts in summer." 

Score: Number of sentences repeated without alteration of 

wording. 

Maximum score: 4* 



Test 24. Following Directions 

Place a sheet of celluloid over the drawings and say: 

1. "Put your finger so that it will cover the cross in the small circle." 

2. "Now put it just to the left of the small cross in the large circle." 

3. "Now put it just to the right of the large cross in the large circle." 

Give the three directions in order without repetition. 

Score: Number of elements credited. 
Maximum score: 3. 



[Page 36] 





Key for Test 22 
4, 7,2 



I Page 37] 




Test 25. Following Directions 
Place the celluloid over the drawings and say: 
"Put one finger so it will be : 

1. In the diamond and in the oval at the same tune, but not in the 

rectangle." 

"Now put it so it will be : 

2. In the rectangle, but not in the diamond or oval." 

3. In the diamond, but not in the oval or rectangle." 

4. In the rectangle, in the oval, and in the diamond, all at the same 

time." 

If the examinee shows initiative by asking which is the 
diamond, etc., he is told. If not, he is allowed to fail. 

Give each direction without repetition. A finger placed 
upon the periphery of a figure is counted in the figure. 

Score: Number of elements credited. 
Maximum score: Jf.. 



[ Page 38 ] 



Test 26. Similarities 

"In what way are alike?" 

1. "A baseball and an orange?" 2. "Wood and paper?" 

3. "Rain and milk?" 4. "A bed and a chair?" 

If necessary, say: "No; tell me in what way and 

are alike." 

Score: Number of elements credited. 
Maximum score: 4' 



[Page 391 



•i^oquiBJ TB JO pus ^\j[\ Suiqonoj^ 

•:j9u T8 m puiAV 9q:^ guiqD:^^^ 
'Aip ^9s 9L[:^ §iii:^[uijQ 



Test 27. Generalization 

"These four sayings all have just the same meaning. What is that 
meaning?" 

(May be read to examinee who cannot read them himself. 
Be sure examinee reads all four before responding.) 

Score: 5 points for a satisfactory answer, none for an unsatis- 
factory answer. 
Maximum score: 5. 



[ Page 40 ] 



:9q pu^ suop pu^ 'dnjji:^s aqq^ oq^ Su^jds j„ 



Test 28. Comprehension 

"Read these two lines to yourself, and then tell me who is meant 
by the word *he* at the end of the first line." 

Score: 3 'points for the correct response, none for an incorrect 

one. 

Maximum score: 3. 



[Page 41 -\ 



'W8^DO Qj\\ JO ino:^:^oq 9i[:^ o:^ dojp |[iAi p^a| jo ao9id y 

•saouno g j9AO si{§i9A\. ss^jq jo qaui oiqiio e ' aouno ub jpq u^q:^ 

ss9| sqgi9Ai j9:^BAi JO (|njuoods9jq^:^ v :^noq^) qoui DiqriD y 

•9jppnd B JO rao:^:^oq 9qq. o:^ :>[uis ||iav iCuu9d y 

•9ZIS 9in^s 9q:^ jo J9:^^Ai jo dno t? 
SB qonra sb S9ini:^ q^ A[JB9U sqgi9Ai :^snp pjoS 9jnd jo dno y 

•q.Bog: :^ou ipM s|reu iiojj 



Test 29. Sentence Completion 

"All these sentences taken together have one meaning. Read them 
to yourself and then tell me what words you would put in these 4 
blanks to show what that meaning is. You may use just 4 words, 
one for each blank. Do you understand?" 

If examinee does not respond satisfactorily within 2 minutes, 
say: "Tell me what the meaning is." 

Score: 5 ^points for correctly filling blanks; 

3 'points for merely telling meaning; 

points for failure. 
Maximum score: 5. 



[ Page Jf2 ] 



9l{:^ 5[uiq; noi^ op U9q^ •uoouj9:^p 9inBs 9i[:t 
(9Ag o:^ S9;nuira 9Ag) ^a^-A^^ jnoj :^^ p9ddo:is 
5[Dop siq pu^ 'Suiujoni 9q:^ |p :^no s^Ai uqof 
^/J9qranu ppo u^ ^oni^s ;t 9jns ra^ j pui? 9diio 
UBq; 9Jora 5[onj:^s :^t ^[uiq:^ j c^nq 's95[oj:^s 9q:^ ;unoD 
^^^ pip I •p9jg ung :^sjg 9q:^ 9JOj9q S9;nuiin U9i 

'iC^pj9:^S9i: 9>[U;S 5I0Op AUI pjB9l| J,, ipiBS Uqop 



Test 30. Problem Reading 
"Read this to yourself. Then answer the question at the end.'' 

If the examinee does not respond correctly witliin 2 minutes, 
the score is zero. 

Score: 5 points for correct response, none for incorrect response. 
Maximum score: 5. 



[ Page 43 ] 



The examinee's score in Group D is the sum of his scores in Tests 
1 to 30, inclusive, and hence includes those of Group C. 







Mental Age Equivalents for Group D 






POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


20 


70 


49 


86 


78 


107 


107 


138 


136 


178 


21 


70 


50 


87 


79 


107 


108 


139 


137 


179 


22 


71 


51 


88 


80 


108 


109 


141 


138 


181 


23 


71 


52 


88 


81 


109 


110 


142 


139 


182 


24 


72 


53 


89 


82 


110 


111 


144 


140 


184 


25 


72 


54 


89 


83 


111 


112 


145 


141 


185 


26 


73 


55 


90 


84 


112 


113 


147 


142 


186 


27 


73 


56 


91 


85 


113 


114 


148 


143 


188 


28 


74 


57 


91 


86 


114 


115 


149 


144 


189 


29 


75 


58 


92 


87 


115 


116 


] 151 


145 


190 


30 


75 


59 


92 


88 


116 


117 


152 


146 


192 


31 


76 


60 


93 


89 


117 


118 


153 


147 


193 


32 


76 


61 


94 


90 


118 


119 


155 


148 


195 


33 


77 


62 


94 


91 


119 


120 


156 


149 


196 


34 


78 


63 


95 


92 


120 


121 


157 


150 


197 


35 


78 


64 


96 


93 


121 


122 


159 


151 


199 


36 


79 


65 


96 


94 


122 


123 


160 


152 


200 


37 


79 


66 


97 


95 


123 


124 


162 


153 


201 


38 


80 


67 


98 


96 


125 


125 


163 


154 


203 


39 


80 


68 


99 


97 


126 


126 


164 


155 


204 


40 


.81 


69 


100 


98 


127 


127 


166 


156 


205 


41 


82 


. 70 


100 


99 


128 


128 


167 


157 


207 


42 


82 


71 


101 


100 


129 


129 


168 


158 


208 


43 


83 


72 


102 


101 


130 


130 


170 


159 


210 


44 


83 


73 


102 


102 


131 


131 


171 


160 


211 


45 


84 


74 


103 


103 


133 


132 


173 


161 


212- 


46 


85 


75 


104 


104 


134 


133 


174 


162 


214 


47 


85 


76 


105 


105 


135 


134 


175 


163 


215 


48 


86 


77 106 


106 


137 


135 


177 


164 


216 



PROCEDURE FOR GROUP E 

Score in Credit in full but Total credit for 

Group A do not give Tests : these tests 
10 to 15 31 5 

16 to 29 31, 32 10 

30 31, 32, 33 14 



Score in 

Group A 

4 to 9 



Omit and do not 

credit Tests 

36, 37, 38 



[ Page U ] 




Test 31. Naming Objects 

Point to each of the objects above and say, 
"What is this? Tell me what this is." 

For this test the examiner should procure the following 

articles : Piece of common white grocer's twine, 6 inches long ; 

common black coat button; wire hairpin; six-penny wire 

nail (2 inch); safety pin, 13^ inches long. 

These objects have been standardized and should conform to the descrip- 
tion above. It will be found convenient to mount the objects on white 
cardboard in the manner shown in the drawing above, and paste them into 
the book just over the drawing. In order to protect the opposite page, the 
cardboard may be made double length, folded to cover the objects and 
pasted with the fold at the right. It is probable that if the test is admin- 
istered by using the pictures instead of the objects the results will be rea- 
s6nably satisfactory, but this has not been determined. 

Score: Number of objects properly named. 
Maximum score: 5. 



■[ Page ^.5 ] 









+ 







u 



[Page 46 ] 



Test 32. Form Comparison 

Have at hand the set of drawings on small pieces of card- 
board similar to those on the ppposite page. Turn the 
book sidewise so that the figures are nearest the examinee. 
Place the circle of the duplicate set on the cross and say, 

"Show me one like this." 

Follow with the others, in the order indicated by the num- 
bers on the back, placing each form on the cross so it will 
have the same orientation as the corresponding form on the 
page. 

If the child does not respond at first, say, "Do you see all 
these things? Now find me another one just like this." 

If the first response is an error, say, "No, find one like this." 
Make no further corrections. 

In each case the card should be held in place by the examiner 
so that the subject cannot move it about. 

Score: Number of forms correctly indicated, divided by 2. If 
this is a mixed number, give the next higher whole number. 
Maximum score: 5. 



[Page 47^ 



Tests 33. Commissions 

Material needed: penny, nickel, sheet of paper. 
"Now I want you to do something for me. First, put this penny on 
one of the corners of this desk (or table), then take this five-cent 
piece and put it on that chair; and then put this piece of paper under 
the penny on the desk (or table). Go ahead." 

Be sure you have the child's attention, then speak somewhat 
slowly and impressively. Emphasize the words italicized 
and pause after each one. Repeat nothing. 

Score one point for each of the three commissions correctly ex- 
ecuted, and one point for correct order. 
Maximum score: 4^. 

Test 34. News Route 

Place the diagram found on the Individual Record Card 

before the examinee so that the arrow points toward his left, 

and say (indicating houses, doors, and streets when each is 

first mentioned), 

"Here are seven houses. Here is one door and here is another door, 

and all these are doors. Here is a street between these two houses, 

and here is another street, and all these are streets. Now suppose 

you have to take a newspaper to every door. I want you to mark 

out a path to show me just how you would go. Begin at the arrow" 

(pause, but no longer point), "stop at every door" (pause), "and 

mark out the shortest path you can. Take the streets in order. 

Go ahead." 

Then give the examinee a pencil, placing the point at the 

arrow. 

If examinee skips a door, say once only, "You must stop 

at every door." If the examinee starts to enter a house, say, 

"No, you must not go into the houses." 

Spontaneous correction by the examinee is allowed. 

Score one point for each street correct. A street is correct if 

the shortest possible path is marked out in it, beginning at 

either end. See Standardized Ansivers. 

Maximum score: 6. 



[PageJ^8'\ 



Test 35. Digits Forward 

"I am going to read some numbers. When I am through, say them 
over just as I do." 

Read the following digits at the rate of one digit per second. 
If the child does not respond to the first series, say, "Say 
6, 8." On each level there are three series of digits. Give 
only as many series on each level as necessary to get one 
correct repetition. Stop with the first level on which no 
series is correctly repeated. Repeat no series. In reading 
the digits avoid all rhythm or grouping; merely let the 
voice fall at the end. 

(2) 6, 8 2, 9 4, 7 

(3) 7, 9, I 2, 5, 8 3, 6, 4 

(4) 5, 8, 4, I 3, 9, 6, 5 7, i, 5, 9 

(5) 2, I, 6, 4, 8 5, I, 4, 9, 6 8, 9, 2, 5, 7 

(6) 2, 8, 5, 7, 3, 6 4, I, 3, 8, 5, 7 I, 6, 4, 7, 9, 2 

(7) I, 9, 7, 2, 3, I, 8 7, 6, I, 8, 3, 5, 4 9, 8, 6, I, 2, 9, 7 

(8) 2, 8, 9, 5, 7, 3, 6, 8 5, 3, 9, I, 6, 4, 8, 2 

8, 6, 3, 9, 2, 5, 7, I 

(9) 5, 7, 3, I, 7, 9, 4, 2, 5 6, 8, 3, 9, i, 2, 6, 3, 7 

9, 6, 8, 2, 1,4,8,3, 5 

(10) I, 7, 4, 6, 2, 5, 3, 8, 6, I 3, I, 2, 7, 4, 6, 3, 8, 5, 7 
2, 7, 5, 8, 4, I, 7, 2, 4, 9 

Score: Number of digits in the longest successful series. 
Maximum score: 10. 

Test 36. Repetition of Syllables 

"Listen carefully and when I am through, saj just the same words 
that I say. 

1. *The brook runs by the house and sings a pleasant song to all 

who wish to listen.' 
"Listen again and when I am through, say just the same words I do. 

2. 'After eating a good dinner, cats like to lie in the warm sun and 

sleep by the hour.' 

3. 'Girls like to play with dolls more than boys do, but I have a 

number of boy friends who also like dolls.' " 
Score: Number of elements credited. 
Maximum score: 3. . 



[ Page 49 ] 



spunod aApAij;^ 

spunod .u9A9[g[ 

•sjnoq jpt[-9uo pu^ om:^ 'spunod sui^ 
'sjnoq j9:^jBnb-9uo pu^ OAi:^ 'spunod ^qSig; 

spunod 9Ai^ 

spunod Jno^ 

•jnot[ 9UO 'spunod 99jqj^ 
• jnoq u^ JO sj9:^j^nb-99jq:^ :^s^oj ppoqs :^i?9ui jo spunod omj^ 

:^s^oj ppiot[s :j^9ui jo punod 9uq 



Test 37. !Roast 

"Read this to yourself and then tell me what you would put in each 
blank." 

Score: Number of elements correctly completed. 
Maximum score: 5. 



[Page 501 




H 


^ 


d 





X 


K 


1 


M ' 


r 




Test 38. Code 

"These diagrams contain all the letters of the alphabet. Examine 
the arrangement of the letters. They go (point), abcdefgh 
ijklmnopqrstuvwxyz, and there is no letter- here. 
The letters of each line of each diagram read from left to right, so : 
a b c, then d e f, then g h i, and then j k 1, and so forth. These 
lines (point) of this diagram slant this way (point), these lines 
(point) of this diagram go straight up and down (point), and these 
lines of this diagram slant so (point). 

"Now all this represents a code, a secret language. It is like one 
that was used in the Civil War to send secret messages. This is the 
way it works. We draw the lines that hold a letter, but leave the 
letter out. Here is the way we write 'enemy.' (Ilhistrate.) Here 
is the way we write 'taken.' Did I make any mistakes? (Pause 
while child examines.) 

"I want you to write something forme without looking at the code. 
Remember how the letters go, first (point) abcdefghi, then 
jklmnopqr, and then stuvwxyz, and no letter here. 
Don't forget that these lines slant so, these go straight up and 
down, and these slant so (point)." 

Take code away and ask subject to write ''push forward'* 
in the space provided on the Individual Record Card. 
Watch to see that the subject does not draw designs. 

Time limit: 5 minutes. 

Score: Number of letters correctly made, divided by 2. 

Maximum score: 6. 



[ Page 51 ] 



Mental Age Equivalents for Group E 



POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


POINTS 


M. A. 


7 


51 


40 


71 


73 


88 


106 


113 


139 


145 


172 


186 


8 


52 


41 


71 


74 


89 


107 


114 


140 


146 


173 


187 


9 


53 


42 


72 


75 


90 


108 


114 


141 


147 


174 


188 


10 


53 


43 


72 


76 


90 


109 


115 


142 


149 


175 


189 


n 


54 


44 


73 


77 


91 


110 


116 


143 


150 


176 


191 


12 


55 


45 


73 


78 


91 


111 


117 


144 


151 


177 


192 


13 


50 


46 


74 


79 


92 


112 


lis 


145 


152 


178 


193 


14 


56 


47 


74 


80 


93 


113 


119 


146 


154 


179 


194 


15 


57 


48 


75 


81 


93 


114 


120 


147 


155 


180 


196 


16 


58 


49 


75 


82 


94 


115 


121 


148 


156 


181 


197 


17 


59 


50 


76 


83 


95 


116 


121 


149 


157 


182 


198 


18 


59 


51 


76 


84 


96 


117 


122 


150 


159 


183 


199 


19 


60 


52 


77 


85 


96 


118 


123 


151 


160 


184 


201 


20 


61 


53 


77 


86 


97 


119 


124 


152 


161 


185 


202 


21 


61 


54 


78 


87 


98 


120 


125 


153 


162 


186 


203 


22 


62 


55 


78 


88 


98 


121 


126 


154 


164 


187 


204 


23 


62 


56 


79 


89 


99 


122 


127 


155 


165 


188 


205 


24 


63 


57 


79 


90 


100 


123 


128 


156 


166 


189 


207 


25 


63 


58 


80 


91 


101 


124 


129 


157 


167 


190 


208 


26 


64 


59 


80 


92 


101 


125 


130 


158 


168 


191 


209 


27 


64 


60 


81 


93 


102 


126 


131 


159 


170 


192 


210 


28 


65 


61 


81 


94 


103 


127 


132 


160 


171 


193 


212 


29 


65 


62 


82 


95 


104 


128 


133 


161 


172 


194 


213 


30 


66 


63 


82 


96 


105 


129 


134 


162 


173 


195 


214 


31 


66 


64 


83 


97 


105 


130 


135 


163 


175 


196 


215 


32 


67 


65 


83 


98 


106 


131 


136 


164 


176 


197 


217 


33 


67 


66 


84 


99 


107 


132 


137 


165 


177 


198 


218 


34 


68 


67 


85 


100 


108 


133 


138 


166 


178 


199 


219 


35 


68 


68 


85 


101 


109 


134 


139 


167 


180 


200 


220 


36 


69 


69 


86 


102 


109 


135 


140 


168 


181 


201 


222 


37 


69 


70 


86 


103 


110 


136 


141 


169 


182 


202 


223 


38 


70 


71 


87 


104 


111 


137 


143 


170 


183 


203 


224 


39 


70 


72 


88 


105 


112 


138 


144 


171 


184 


204 


225 



[ Page 52 ] 



STANDARDIZED AIMSWERS ^ 

a, credit 

b, no credit 

1:1 a (3) Fishing. A boy has been fishing and he's coming home in the rain. His mother is 
waiting for him; he's been fishing. 
a (2) There's a boy carrying a fishpole and two fish; his mother is waiting for him in 
the door. It's raining; the man is out in it and there's a woman at the door. A 
boy carrying a fishpole and two fish, 
a (1) There's a boy and a woman and it's raining. A woman and a boy and a fish 
and some rain. A woman and a boy. 

1:2 a (3) An accident. A man is carrying a sick girl in to her mother. She fell asleep and 

he's bringing her into the house. It's a hospital; the girl has been hurt and the 

man is bringing her in. 
a (2) A woman, a man, and a girl; the man is carrying the girl. 

a (1) There's a house and a man and a woman and a girl. A man and a woman and a girl. 

1:3 a (3) A girl applying for work. She's asking for a job. She's asking to use the telephone. 

a (2) An oflBce. A library. A store with a woman behind the counter; there's a man 

there too. 
a (1) A man, a woman, and another man, and two telephones. I see two women and a 

man, some books and shelves and a cupboard. Two women and a man. 

1:4 a (3j A woman is telephoning, and she's so excited she's spilling what she was cooking. 
a (2) A woman is talking over the telephone and spilling something at the same time. 
a (1) There's a woman and a stove, and a telephone, and a pan, and a table. A woman 
and a telephone and a stove. 

2 See page 19. 

3: Credit reproduction of the thought regardless of the words used. Do not credit 

for the memories in which numbers appear, unless the numbers are exactly re- 
produced. Score is the number of memories correctly reproduced. 

6: Credit only when syllables are repeated exactly as read. 

10:1 a Ask somebody. Look at the sun. Look at the stars. Use a compass. (Credit last 
three only when examinee can explain.) 
b Go the direction you came from. Wait for somebody to find you. Don't cry. 

10:2 a Go to the next grade below. Talk with the teacher about it. Go to summer school. 
b Study harder. Get the teacher to do it. Go back and get help. 

10:3 a Find out why you failed. Make better plans next time. Try again. 

10 : 4 a Go to another store. Get something else. Go home and tell your mother and find 
out what to do. (Credit last two only if child gives some explanation which shows 
that answer given actually would be the best thing to do under the conditions with 
which the child is familiar.) 
b Go back home without them. Don't get anything. 

10 : 5 a Go to work. Earn some money. 

b Die. Borrow. Ask some one. Drink water. Ask your mother. 

^ This is not intended to be a complete list of the possible or probable answers. It is to 
serve as a guide to the examiner, to enable him to judge answers more nearly as do the other 
examiners using this examination. A response is to be scored as the one most nearly equal to 
it in value is scored. 



[ Page 53 ] 



10:0 a Lots of good men sometimes wear poor clothes. A man may be too poor to wear 
good clothes, and still be a good man. 
b Rich men sometimes wear old clothes. 

12 : 1 a Mind. Obey when some one asks you to do something. Do as you're told. 
b Be good. 

12:2 a You wish for something. You expect something. Hoping for something to come. 
b Hoping. You hope for something. 

12:3 a Stuck up. You think other people are common. To take pride in something and 
do it very carefully and well. 

12:4 a Cultivating land. You've got a good education. 

12:5 a You don't like a person and you try to hurt them. 
b You don't like some one. 

12 :G a Harshness. To be mean to some one. 

12 : 7 a Unfounded dislike. You don't like them and you don't know anything about them. 

14: 1 a Bag busted. He lost some stuff. The bag burst. He was carrying something wet 
and it made a hole in the bag and he lost it. 
b A hole got in the bag. 

14:2 a The boat sunk. Shipwreck. Fell overboard. The boat upset. 

b He was trying to build a bridge. He was dro^^'ned. He saw the log and went out 
after it. 

14:3 a Fell in a lake. Fell in the water. Somebody sprinkled him. He was caught in a 
sunshower. 
b It was a hot day. It rained. He fell down. He was drowned. He was sweating. 

14:4 a She fell in the mud. 

b Played in the mud and the cat scratched her. She fell through a barbed-wire 
fence into the mud. 

14:5 a Car broke. Accident. Wreck. Collision. They ran into each other. 
b Somebody is making a speech. 

15:1 . a He couldn't buy a house for five dollars. He didn't have enough money. 
b I don't see why he'd pay for it at once. 

15:2 a Not enough places. She lacked one place. 

b She only thought she was going to have five people. 

15:3 a He took too much money. Didn't need that much. Doesn't cost that much to 
ride on the street car. 
b He might lose the money. He must have been going a long way if it took one 
. hundred dollars. 

15:4 a He ought to stay home and take care of his money. Why didn't he take his 
money with him so the thief couldn't get it? The thief could easily get it if he 
didn't stay home. 
b How did he know the thief v/as coming? He was afraid the thief would stab him. 

15:5 a He didn't need that many men. He had enough men. 
b How could he get a thousand men at a time? 

15:6 a He didn't have that much money. He couldn't spend that much with only a 
quarter. 
b He had $2. He must have had them charged. He had more money. 

15:7 a There aren't ten men, there are three men. You can't get ten men out of three men . 
b There must have been more men. 



[PageM^ 



15:8 a The electric lights would give more light than the candle. 
b The lights blinded him. 

16: a Credit plurals. Do not credit "played," "playing," "today," "yesterday," etc. 

17: a Credit "doll" as a rhyme for "ball." 

18:1 a All round. 

18:2 a All shoot. All are weapons. 
b All long. 

18:3 a You can write with all of them. 

b All black. All are long, like a pencil. 

18:4 a All shine. All in the sky. All bright. All are planets. 
b All round. 

18:5 a All water. All vapor. 
b All white. 

18:6 a All hard. 

b You can hurt people with all of them. All heavy. 

19:1 a Be independent. Do things for yourself. Tend to your own business. 
b When you're in a canoe, paddle it yourself. 

19:2 a If something hurts you once, you're afraid of it afterward. 

b After he's been hurt he doesn't want to play with fire again. 

19: 3 a Make the best of it and don't cry. Don't worry about it, because you can't help it. 
b Don't cry before you're hurt. Somebody will wipe it up. 

19:4 a You can't do anything big in a hurry. Some things aren't easy. Don't do things 
hurriedly. 
b Took a long time to do it. You can't build a house or anything in a day. 

19:5 a Don't brag till you've succeeded. 

b Don't play till your work is done. You'll draw wild creatures near you. You'll 
scare the birds. 

21 : a Not one word may be used twice or omitted. 

22: a 1. Four blocks. 2. Seven miles. 3. Three miles. 

26:1 a Both round. Same shape. 

26: 2 a Both burn. The pulp of a tree is made into paper. (Credit last if child can explain 
that this implies that wood and paper are alike by saying, "They are made of the 
same thing" or other explanation equally appropriate.) 
b Both are white. Both are flat. You can write on both. 

26:3 a Both wet. Both liquid. Both run. 
b You can drink both. 

26 : 4 a Both articles of furniture. You can sit on both. Both have four legs. 
b You can lie on both. 

27: a Impossibilities. You can't do any of them. 

28: a Dirk. This one (pointing to Dirk). 

b Joris. Another man. The horse. 

29: a (5) Many metals (things, objects) are heavier than water. Many metals are able to 
sink. Many things are apt to sink. 
a (3) Some things are heavy and will sink. Some things will not float. 
30: a Ten minutes after three. 



[Page 552 



31: a String, twine, cord, rope. 

34: a Credit one point for each street 

which the examinee has marked 
as shown in this diagram. Score 
each street separately. Credit if 
examinee has marked out the 
shortest path from the direction 
from which, he entered. Street 2 is 
correct only if not entered. 




^^^S 



37: 
38: 



a>^hr. 1)4 ^rs. Ij^hrs. 3 hrs. 3>< hrs. 



VZ7J 



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